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   <h1>Ingl&eacute;s - Nivel                 4 </h1>
   <p> <strong>Book used:</strong> top notch 2B</p>
   <p> <strong>Unit 6: Eating well</strong></p>
   <ul>
     <li><strong>Vocabulary:</strong>
         <ul>
           <li>Excuses for not eating something</li>
           <li>Food passions</li>
           <li>Lifestyles and health problems</li>
           <li>Describing food<br />
           </li>
         </ul>
     </li>
     <li><strong>Conversation Strategies:</strong>
         <ul>
           <li>Use Don&acute;t worry about it to decline an apology</li>
           <li>Use Well to introduce an opinion that differs from someone                       else&acute;s<br />
           </li>
         </ul>
     </li>
     <li><strong>Grammar:</strong>
         <ul>
           <li>Negative yes/no questions and Why don&acute;t...?</li>
           <li>Used to</li>
           <li>Further explanation of usage: negative yes/no questions                       with short answers</li>
           <li>Further explanation of usage: Why don&acute;t/ doesn&acute;t...?</li>
           <li>Further explanation of form: used to<br />
           </li>
         </ul>
     </li>
     <li><strong>Speaking:</strong>
         <ul>
           <li>Offer dishes and decline food</li>
           <li>Talk about foods you love and hate</li>
           <li>Discuss lifestyle changes</li>
           <li>Describe unique foods<br />
           </li>
         </ul>
     </li>
     <li><strong>Pronunciation:</strong>
         <ul>
           <li>Used to<br />
           </li>
         </ul>
     </li>
     <li><strong>Listening:</strong>
         <ul>
           <li>Conversations about food / Task: identify excuses for not                       eating something</li>
           <li>Descriptions of food passions / Task: determine each person&acute;s                       food passions</li>
           <li>Descriptions of unique food / Task: describe food items<br />
           </li>
         </ul>
     </li>
     <li><strong>Reading:</strong>
         <ul>
           <li>News article about changing lifestyles and obesity</li>
           <li>The healthy- eating pyramid</li>
           <li>Lifestyle survey<br />
           </li>
         </ul>
     </li>
     <li><strong>Writing:</strong>
         <ul>
           <li>Write about lifestyle changes</li>
           <li>Describe a dish</li>
         </ul>
     </li>
   </ul>
   <p> <strong>Unit 7: Psychology and Personality</strong></p>
   <ul>
     <li><strong>Vocabulary:</strong>
         <ul>
           <li>Describing colors</li>
           <li>Adjectives of emotion</li>
           <li>Suggestions to cheer someone up</li>
           <li>Adjectives to describe personality<br />
           </li>
         </ul>
     </li>
     <li><strong>Conversation Strategies:</strong>
         <ul>
           <li>Use You know..., to be less abrupt</li>
           <li>Use out of the question to indicate opposition&middot; Use                       Really? to indicate a difference of opinion</li>
           <li>Use Thanks for asking to acknowledge another&acute;s concern<br />
           </li>
         </ul>
     </li>
     <li><strong>Grammar:</strong>
         <ul>
           <li>Gerunds and infinitives after certain verbs</li>
           <li>Gerunds after prepositions</li>
           <li>Expressions with prepositions</li>
           <li>Further explanation of form and usage: gerunds and infinitives</li>
           <li>Negative gerunds<br />
           </li>
         </ul>
     </li>
     <li><strong>Speaking:</strong>
         <ul>
           <li>State color preferences</li>
           <li>Describe your mood and emotions</li>
           <li>Cheer someone up</li>
           <li>Discuss personality types</li>
           <li>Discuss the impact of birth order on relationships<br />
           </li>
         </ul>
     </li>
     <li><strong>Pronunciation:</strong>
         <ul>
           <li>Reduction of to in infinitive phrases<br />
           </li>
         </ul>
     </li>
     <li><strong>Listening:</strong>
         <ul>
           <li>Conversations about color preferences / Task: write color                       names and adjectives of emotion</li>
           <li>An academic lecture / Task: infer definitions of personality</li>
           <li>Conversations about emotions / Task: describe how each speaker                       feels about certain things<br />
           </li>
         </ul>
     </li>
     <li><strong>Reading:</strong>
         <ul>
           <li>Magazine article about the impact of birth order on personality</li>
           <li>Color survey</li>
           <li>Personality survey<br />
           </li>
         </ul>
     </li>
     <li><strong>Writing:</strong></li>
     <li>Describe your own personality</li>
     <li>Describe the personality of someone you know                   well</li>
   </ul>
   <p><br />
       <strong>Unit 8: Enjoying the arts</strong></p>
   <ul>
     <li><strong>Vocabulary:</strong>
         <ul>
           <li>Types of art</li>
           <li>Common materials</li>
           <li>Positive adjectives</li>
           <li>Ways to say you don&acute;t like something<br />
           </li>
         </ul>
     </li>
     <li><strong>Conversation Strategies:</strong>
         <ul>
           <li>Use For one thing to provide one reason among several</li>
           <li>Use Excuse me to ask for attention in a store<br />
           </li>
         </ul>
     </li>
     <li><strong>Grammar:</strong>
         <ul>
           <li>The passive voice: statements and questions</li>
           <li>Further explanation of form and usage: the passive voice</li>
           <li>The passive voice: intransitive verbs<br />
           </li>
         </ul>
     </li>
     <li><strong>Speaking:</strong>
         <ul>
           <li>Recommend a museum</li>
           <li>Describe an object</li>
           <li>Describe how you decorate your home</li>
           <li>Discuss your favorite artists</li>
           <li>Express opinions about art<br />
           </li>
         </ul>
     </li>
     <li><strong>Pronunciation: </strong>
         <ul>
           <li>Emphatic stress<br />
           </li>
         </ul>
     </li>
     <li><strong>Listening:</strong>
         <ul>
           <li>A biography of Vicent Van Gogh / Task: listen for his life                       events</li>
           <li>Conversations about art objects / Task: identify the objects                       discussed<br />
           </li>
         </ul>
     </li>
     <li><strong>Reading:</strong>
         <ul>
           <li>Magazine article about the role of art in two people&acute;s                       lives</li>
           <li>Guide to London museums<br />
           </li>
         </ul>
     </li>
     <li><strong>Writing:</strong>
         <ul>
           <li>Create a short biography of an artist you like</li>
           <li>Describe a piece of art you like<br />
           </li>
         </ul>
     </li>
   </ul>
   <p><strong>Unit 9: Living with computers</strong></p>
   <ul>
     <li><strong>Vocabulary:</strong>
         <ul>
           <li>Computer products and accessories</li>
           <li>Computer toolbars and commands</li>
           <li>Internet activities<br />
           </li>
         </ul>
     </li>
     <li><strong>Conversation Strategies: </strong>
         <ul>
           <li>Use Oh yeah? to show that you are interested&middot; Use                       Everyone says to solicit an opinion&middot; Use</li>
           <li>Well to soften a contradictory opinion&middot; Use Why don&acute;t                       you to respectfully offer advice<br />
           </li>
         </ul>
     </li>
     <li><strong>Grammar:</strong>
         <ul>
           <li>Comparison with as...as</li>
           <li>The infinitive of purpose</li>
           <li>Review: Comparatives and superlatives</li>
           <li>As....as with adverbs</li>
           <li>Expressing purpose with in order to and for<br />
           </li>
         </ul>
     </li>
     <li><strong>Speaking:</strong>
         <ul>
           <li>Discuss buying a computer product</li>
           <li>Recommend &ldquo;a better deal&rdquo;</li>
           <li>Troubleshoot a problem</li>
           <li>Describe how you use computers</li>
           <li>Discuss the benefits and problems of the Internet<br />
           </li>
         </ul>
     </li>
     <li><strong>Pronunciation: </strong>
         <ul>
           <li>Stress in as...as phrases<br />
           </li>
         </ul>
     </li>
     <li><strong>Listening:</strong>
         <ul>
           <li>Conversations about using computers / Task: identify computers                       commands</li>
           <li>Descriptions of computer activities / Task: listen for things                       to do on the Internet</li>
           <li>Conversations comparing two computer products / Task: complete                       comparative sentences<br />
           </li>
         </ul>
     </li>
     <li><strong>Reading:</strong>
         <ul>
           <li>Four news articles about serious problems with the Internet</li>
           <li>Electronics store website</li>
           <li>Consumer information card<br />
           </li>
         </ul>
     </li>
     <li><strong>Writing:</strong>
         <ul>
           <li>Express your opinion about the social impact of the Internet</li>
           <li>Report how you use a computer<br />
           </li>
         </ul>
     </li>
   </ul>
   <p><strong>Unit 10: Ethics and values</strong></p>
   <ul>
     <li><strong>Vocabulary:
       </strong>
       <ul>
           <li>Ways to acknowledge thanks</li>
         <li>Ways to express certainty</li>
         <li>Moral dilemmas&middot; Personal values<br />
           </li>
       </ul>
     </li>
     <li><strong>Conversation Strategies:</strong>
         <ul>
           <li>Use Excuse me to get a stranger&acute;s attention</li>
           <li>Use You think so? to probe the wisdom of a course of action<br />
           </li>
         </ul>
     </li>
     <li><strong>Grammar:</strong>
         <ul>
           <li>Possessive pronouns</li>
           <li>Factual and unreal conditional sentences</li>
           <li>Further explanation of form and usage: factual and unreal                       conditional sentences<br />
           </li>
         </ul>
     </li>
     <li><strong>Speaking: </strong>
         <ul>
           <li>Return lost property</li>
           <li>Discuss an ethical choice</li>
           <li>Express personal values</li>
           <li>Discuss honesty</li>
           <li>Warn about consequences<br />
           </li>
         </ul>
     </li>
     <li><strong>Pronunciation: </strong>
         <ul>
           <li>Assimilation of the sounds /d/ + /y/<br />
           </li>
         </ul>
     </li>
     <li><strong>Listening:</strong>
         <ul>
           <li>Conversations about personal valuesTask: identify each person&acute;s                       personal values and infer meaning of key words and phrases<br />
           </li>
         </ul>
     </li>
     <li><strong>Reading:</strong>
         <ul>
           <li>News article about the Tokyo lost-and-found</li>
           <li>Values self-test<br />
           </li>
         </ul>
     </li>
     <li><strong>Writing:</strong>
         <ul>
           <li>Express opinions about modesty</li>
           <li>Write an article about appropiate appearence in your country</li>
           <li>Narrate a true story about an ethical                       choice</li>
         </ul>
     </li>
   </ul>
   <h2>&nbsp;</h2>
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